Manajemen strategik pengembangan Kompetensi Guru: Studi Multikasus di Sekolah Menengah Atas Darul Ulum 2 Unggulan BPPT CIS ID 113 Jombang dan Madrasah Aliyah Unggulan Amanatul Ummah Program MBI di Pacet Mojokerto

ABSTRAK

Guru merupakan sumber daya manusia yang menjadi kunci keberhasilan lembaga pendidikan (Islam), karena itu kompetensi guru harus dikembangkan terus menerus sesuai tuntutan dan perubahan perkembangan dunia pendidikan baik secara internal maupun eksternal. Untuk memiliki dan menyiapkan guru yang kompeten dan profesional dalam kinerjanya, lembaga pendidikan (Islam) dituntut harus menerapkan manajemen strategik, yakni berpikir strategis secara manajerial baik dalam tahap perumusan, implementasi maupun evaluasi pengembangan guru yang kompeten. Penelitian yang dilakukan di SMA Darul Ulum 2 Unggulan BPPT CIS ID 113 Jombang dan di MA Unggulan Amanatul Ummah Program MBI Pacet Mojokerto ini dengan tujuan untuk menganalisis dan menemukan (1) perumusan strategik dalam pengembangan kompetensi guru, (2) implementasi strategik dalam pengembangan kompetensi guru, (3) evaluasi strategik dalam pengembangan kompetensi guru.

Penelitian ini menggunakan pendekatan kualitatif, jenis penelitian studi kasus, dengan rancangan multikasus. Teknik pengumpulan data menggunakan wawancara mendalam, observasi partisipan, dan dokumentasi. Data yang sudah terkumpul dianalisis dengan menggunakan proses penyajian data, reduksi data, dan penarikan kesimpulan. Pengecekan keabsahan data dilakukan melalui: (1) kredibilitas, dilakukan dengan triangulasi, pengecekan anggota, diskusi teman sejawat, perpanjangan kehadiran penelitian, dan ketekunan pengamatan, (2) transferabilitas, (3) dependabilitas, dan (4) konfirmabilitas.

Hasil penelitian bahwa : (1) perumusan keputusan strategik pengembangan kompetensi guru; a) didasarkan pada orientasi pendidikan terintegrasi, pendidikan religius, tantangan pendidikan global, visi misi lembaga, pendekatan rasionalisasi kompetensi kinerja berbasis religius, b) langkah-langkah formulasi standar kinerja guru, penyusunan program jangka panjang dan menengah, penganggaran dan realisasi, serta monitoring dan evaluasi; (2) implementasi strategik; a) didasarkan pada prioritas pemenuhan kebutuhan kompetensi guru, ketersediaan anggaran, keberlangsungan lembaga, pengembangan program keunggulan kompetitif lembaga; b) strateginya komitmen pada pengembangan program excellensi guru, prosedur pelaksanaan, kepemimpinan kepala sekolah yang menggerakkan, program pengembangan berkelanjutan (continuous improvement), mengedepankan nilai religius dan capaian high competence personality; (3) evaluasi strategik dilakukan dengan menggunakan penilaian kinerja guru (PKG), promosi jabatan, serta berbasis pada sistem reward dan punishment.

Fenomena di lapangan dan hasil penelitian ditemukan model manajemen strategik kompetensi unggul berbasis religius.

ABSTRACT

Teacher is a human resource who becomes key success of Islamic education institution. Hence, the teacher’s competence must be continually developed based on the insistence and change of educational world both internally and externally. To provide competent and professional teachers in their works, Islamic education institution is insisted to employ a strategic management, that is to think of strategic managerially in terms of planning, implementing and evaluating of developing competent teachers. The study conducted at Senior High School of Darul Ulum 2 of Excellent BPPT CIS ID 113 Jombang and Excellent Islamic Senior High School Amanatul Ummah of MBI Program in Pacet, Mojokerto was intended to analyze and find out (1) the strategic formulation to develop teachers’ competence, (2) the strategic implementation to develop teachers’ competence, and (3) the strategic evaluation to develop teachers’ competence.

The study belonged to a multi case study with qualitative approach. The methods of collecting data were doing in-depth interview, observation participant, and documentation. The collected data were analyzed by employing the following procedures: data reduction, data display, and conclusion drawing. Meanwhile, the trustworthiness of the data was checked by using (1) credibility by employing triangulation, member check, peer discussion, the lengthening of the researcher’s presence and perseverance of observation, (2) transferability, (3) dependability, and (4) confirmability.

The findings revealed that (1) the strategic decision formulation of teacher competence development was based on a) the integrated education orientation, religious education, global education challenge, institution’s mission and vision, rationalization approach of based-religious working competence, b) formulation steps of teachers’ working standard, mid-term and long-term of program formulation, budgeting and its realization, and also monitoring and evaluation, (2) Strategic implementation was based on a) the fulfilment priority of teacher competence need, the availability of budget, the institution persistence, development of institution competitive excellent program, b) the commitment strategic on teachers’ excellent program development, action procedures, inspiring school leader’s leadership, continuous improvement program, put forward of religious values and high competence attainment, (3) strategic evaluation was done by using teachers’ working assessment, position promotion, and reward and punishment systems.

Based on the phenomena in the field and the results of the study, dealing with the strategic management of teacher’s competence development, a model of excellent competence strategic management–based religious was revealed